ABSTRACT
Professional Learning Networks (PLN) has been increasingly promoted as an effective form of teacher professional development to improve school practices. In this chapter, the authors focus on the multiple intra-school and inter-school PLNs that have been set up to sustain literacy interventions that improved achievement for indigenous and ethnic minority students. Some of the PLNs were developed outside of schools' everyday community of practice; others were integrated with the everyday community of practice. The authors review the literature in terms of PLNs, professional learning communities and sustainability. Sustainability can be conceived in different ways. It can be conceived as an outcome, for example, a literacy intervention is sustained when literacy achievement continues to improve after the end of the intervention. The authors describe the structure, composition and content of the PLNs and how knowledge was shared across PLNs.
